Kemampuan Pedagogic Content Knowledge (PCK) Calon Guru Matematika Pada Program Pengalaman Lapangan di SMP/SMA Negeri Kota Cirebon

Aminah, Neneng; Wahyuni, Ika

doi:10.33603/jnpm.v2i2.1291

Cited by 8 publications

(7 citation statements)

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“…Abell (2007) states that the pedagogical content knowledge (PCK) of science teacher candidates influences learning orientation, concept understanding, media use, and scope. They must be accustomed to using instructional media in teaching practices (Aminah & Wahyuni, 2018).…”

Section: Resultsmentioning

confidence: 99%

The Content Knowledge Ability of Science Teacher Candidates: The Analysis of Learning Media Development

Fitriyah¹,

Hayati²,

Wijayadi³

2020

J. pena sains

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In the teaching and learning process, an educator must be creative and can use engaging learning media. Learning media is expected to be able to help educators to deliver the subject matter well. Therefore, an educator (teacher) must have the minimum skills, proficiency, and expertise that meet specific standards and competencies. One of the gifts is content knowledge. Content Knowledge (CK) is the initial ability of an educator that should be mastered in mastering learning material (understanding of material concepts). To master the ability of good content knowledge in science teacher candidates, one can see from the students' ability to create and compile learning media. This study aims to: determine (1) the ability of content knowledge of science teacher candidates in making learning media based on indicators, and (2) the significance of content knowledge of science teacher candidates in making learning media. The research method used is a quantitative description. The research subjects were 15 students of the Science Education Study Program in the academic year 2018. The research instrument used was the content knowledge assessment sheet. The results showed that: (a) the ease of media used 75.73% (good category), the suitability of the media with the characteristics of students 77.53% (good), the accuracy of the media with the material and learning objectives 73% (good), and the attractiveness of the media 80.67 % (well). It also showed that (b) there is a significant difference in students' content knowledge in making learning media with significant value (2-tailed) 0,05, which is 0,000.

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Section: Resultsmentioning

confidence: 99%

The Content Knowledge Ability of Science Teacher Candidates: The Analysis of Learning Media Development

Fitriyah¹,

Hayati²,

Wijayadi³

2020

J. pena sains

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“…Various promoted actions and a variety of teaching depended on the prospective teachers' competence and creativity reflected on their PCK, depending on their academic competence (Aminah & Wahyuni, 2018;Gilang et al, 2019;Maryono, 2016). Subjects or prospective teachers with a PCK level of 0 could still develop their competence by either developing materials or extending the frequency of teaching practice to gain more experience and improve their PCK level (Aminah & Wahyuni, 2018;Jatisunda & Kania, 2020). This study found that the differences in PCK possessed by prospective mathematics teachers can create diversity in the practice of teaching mathematics.…”

Section: Discussionmentioning

confidence: 99%

Describing prospective teacher’s promote action In online mathematics learning

Iffah

Tristanti

2022

J. Res. Adv. Math. Educ

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Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.

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“…Therefore, it is very important for teacher candidates to adjust the material to Competencies Standard (SK)/KD, time, indicators, and learning objectives in the RPP. Aminah, et al (2018) state one among many factors influencing the success of learning activities is that teachers should possess in-depth insight and understanding towards materials taught. Thus, the teacher candidates with good understanding and proper way to teach will help students to easily understand the materials taught.…”

Section: Goodmentioning

confidence: 99%

“…Thus, the teacher candidates with good understanding and proper way to teach will help students to easily understand the materials taught. Aminah, et al (2018) states that one of the critical success factors in the learning process, where the teacher must have the knowledge and in-depth understanding of the material that will be taught. Thus, prospective teachers who have good knowledge and appropriate teaching methods will help students to more easily build their understanding of the material presented.…”

Section: Goodmentioning

confidence: 99%

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

Santoso

Ihsanudin²,

Oktama³

et al. 2019

IJLTER

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In line with pedagogical competencies, the purposes of this study are (1) to determine and measure the capability of Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) for prospective Indonesian language teacher in preparing lesson plan based on 2013 curriculum in academic year 2017/2018, and (2) to describe the implementation of the lesson plan prepared by prospective Indonesian language teachers in teachinglearning process for academic year 2017/2018. This type of research is descriptive qualitative by using the documentation method. The results showed that the Indonesian language teachers' capability of CK was 79.11% (good), the capability of PK was 80.41% (good), and the capability of PCK was 83.2% (good). Then in the applied Learning, the

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Kemampuan Pedagogic Content Knowledge (PCK) Calon Guru Matematika Pada Program Pengalaman Lapangan di SMP/SMA Negeri Kota Cirebon

Cited by 8 publications

References 0 publications

The Content Knowledge Ability of Science Teacher Candidates: The Analysis of Learning Media Development

The Content Knowledge Ability of Science Teacher Candidates: The Analysis of Learning Media Development

Describing prospective teacher’s promote action In online mathematics learning

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

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